In-House Professional Development (PD) Programs and Its Influences on the Teaching Competence of Teachers at Bilingual International School in Ho Chi Minh City

Abstract

The goal of the study is to understand the internal professional development programs at the school where the researcher is affiliated. From this, the research wants to know the influence of these programs on the teaching competence of the educators at Bilingual International School in Ho Chi Minh City, Vietnam. The study employs descriptive correlational research design, in which the focus is to look at how in-house professional development (PD) programs affect the teaching skills of bilingual international school (BIS) teachers in Ho Chi Minh City (HCMC). The respondents for this study are drawn from the teaching staff at a bilingual school in Ho Chi Minh City. Participation in the research has been voluntary, with teachers expressing a willingness to engage in surveys, interviews, and potential classroom observations, forming the core of the participant pool. A stratified random sample method is used in this research. The findings indicated that the in-house professional development programs at Bilingual International School were predominantly effective in meeting the practical and instructional requirements of teachers.  The prevalence of seminars, mentoring, and lesson study sessions demonstrated the school's robust dedication to improving teaching efficacy, fostering collaboration, and embracing technology advancements. The proposed Enhanced In-House Professional Development Program (E-IHPD) strategically addresses the recognized needs of instructors. Based on facts and contemporary educational philosophy, it guarantees that professional development is reflective, innovative, collaborative, and leadership-oriented.